Good Intentions Are Not Enough: Centering Equity in School Discipline Reform

• Published in: School psychology review Vol. 50; no. 2-3; pp. 206 - 220
• Main Authors: Gregory, Anne, Osher, David, Bear, George G, Jagers, Robert J, Sprague, Jeffrey R
• Format: Journal Article
• Language: English
• Published: Routledge 03-07-2021
• Subjects: Behavior Modification; Change Strategies; Cognitive Restructuring; Cultural Influences; Cultural Relevance; Discipline; Disproportionate Representation; Educational Change; Elementary Secondary Education; Equal Education; Expulsion; Minority Group Students; Positive Behavior Supports; Racial Bias; Social Emotional Learning; Social Justice; Suspension
• ISSN: 0279-6015
• DOI: 10.1080/2372966X.2020.1861911

Exclusionary discipline is commonly employed in U. S. schools and disproportionately affects students of color. This article describes current approaches to discipline and contextualizes these approaches historically with particular attention to racial dynamics and violence. We identify the harmful effects of exclusionary discipline and describe efforts to move schools away from exclusionary approaches through school-wide positive behavioral intervention supports, social emotional-learning, and restorative practices. We identify limitations of current discipline reform efforts that are hampering progress toward equitable schooling. We explicate the need for integrative and comprehensive culturally responsive approaches to positive student development that are equity oriented and identify implementation challenges and tools for addressing these challenges.